Transcript Moving Beyond the Stand and Deliver Syndrome

Assessment –
Practices and Strategies
Today’s Agenda
• 8:30 – 9:00 Sign in, get coffee, sit with your
certificate area groups
• 9:00 – 9:30 The Test – Are you ready?
(logistics for test day)
• 9:30 -10:00 Visualization Activity
• 10:00 – 10:30 Test Anxiety – You can defeat
it!
• 10:30 – 11:00 Assessing the Test (what are
the assessors looking for?)
• 11:00 – 11:30 Test Construction – What to
Expect (using the scoring guide to tailor your
efforts)
• 11:30 – 1:00 Collaboration – Time to Work
(begin breaking down your entries)
• 1:00 – 1:30 Debrief – Facing The Good, the
Bad, The Ugly
What can you expect?
• Relief – when it’s over…
• Anxiety – before you begin…
– Complete the web tutorial. It will save you
time and headache
– Sign-in/picture taken/lockers
– Pens/IDs/Materials
– Timekeeper or not?
• Pressure – during the test…
– Dress Comfortably
– No eating, drinking, or smoking
– Raise your hand to go to the restroom –
TIME DOES NOT STOP
Our Mission
The Test – Are You Ready
• What is the test
like?
• What can you
expect?
• What to do to get
ready?
Assessment Center Exercises
• Respond to 6 computer-delivered
prompts, each allowing up to 30
minutes for the candidates typed
response.
• Demonstrate breadth and depth of
content knowledge associated with
the certificate field.
Test Anxiety
Level 4 Key words
clear
consistent
convincing
insightful
in-depth
thorough
accurate
tightly connected
targeted
focused
informed
substantive
closely linked
significant
Level 3 Key Words
accurate
clear
thorough
significant
connected
appropriate
in-depth
targeted
informed
effective
complete
detailed
Level 2 Key Words
limited
simplistic
confusing
minimal
some inaccuracy
loosely connected
over-broad
unclear
vague
Level 1 Key Words
little
no
inaccurate
missing
ambiguous
minimal
misinformed
inappropriate
disconnected
weak
confused
simplistic
Assessor’s Process
• Did this candidate answer every
part of the question, or are some
elements missing?
• Is the candidate’s answer accurate
and on target?
• Did the candidate provide
convincing evidence to support the
answer?
• Does the rationale for each strategy
make sense? Is it explained
clearly?
Prompt
Response
• What is one
significant feature of
the student’s oral
discourse?
• What is one
significant feature of
the student’s written
discourse?
• What do these
features tell you
about the student’s
second-language
development?
• A significant feature
of the student’s oral
language is . . .
• A significant feature
of the student’s
writing is . . .
• These features tell
me that the student
is struggling with
verb tenses and
homophones, but is
otherwise
approaching
mastery. . .
Prompt
Response
• Describe two specific
modifications/adaptat
ions you would make
to this activity for the
given student.
Explain what the
student will be doing
and how the
modifications/
adaptations will
promote the given
student’s learning of
the science and
mathematics
concepts in the topic
area.
• One modification I
would make to this
activity would be . . .
• This adaptation
would require the
student to. . .
• This strategy will
promote the
student’s
comprehension of
the science concept
by. . .
• A second
modification needed
for this student is. . .
Collaboration
• This is time set
aside to work in
your certificate
area group to
break down each
entry for
analysis.
CELEBRATE – You Finished!